SERC Vocabularies

These controlled vocabularies are under development at SERC. They vary widely in terms of refinement and the
degree to which they have been tested with users. None represents a finished product. Caveat emptor.

Grade Level indicates the educational setting in which the material is intended to be used. This vocabulary should NOT be used for resources where no clear educational setting is intended. The 'intent' should come from the author or other 'expert' who has indicated this resource is appropriate at a particular level. It should NOT reflect a guess on the part of the cataloger as where it might conceivably be useful. It need not correspond to the educational level of the intended direct user. For example, a lesson plan for a 1st grade classroom will likely be designed to be read by a (college educated) teacher but should be cataloged as k-2 and not 15-16.
NOTE: To be included in the Intro browse, items must have the "Introductory Level" term checked.

The degree to which a given teaching activity has been used/tested and the completeness with which it is documented. Can also apply to descriptions of courses to discriminate between complete course descriptions and sketchier outlines.

Use for activities that are relevant to the affective domain (select the term at the bottom of the list for that). The other terms are only for the affective domain dilemmas, so do not use them for activities or catalog records.

Used in the Cutting Edge petrology module. Feel free to tag this vocab for petrology resources. Also, this term can be used in any new collection that wants to add another "dimension" of faceted searching. If you do that, please change this definition so we know where else this vocab is being used.

These are used in the Cutting Edge petrology module to allow for a lot of different options for sorting of resources. Feel free to tag this vocab for petrology resources. Also, this term can be used in any new collection that wants to add another "dimension" of faceted searching. If you do that, please change this definition so we know where else this vocab is being used.

Topical vocabulary aligned with entry level earth system course needs. Used for Starting Point, Cutting Edge Intro collections, or any resource that would fit into an intro-level course. Tagging with this term PLUS the grade Level -> Introductory Level will make it show up in the Cutting Edge intro activities collection.

Used in the Cutting Edge oceanography module. Feel free to tag this vocab for oceanography resources. Also, this term can be used in any new collection that wants to add another "dimension" of faceted searching. If you do that, please change this definition so we know where else this vocab is being used.

This is used in the Cutting Edge sed geo internet collection. This allows a 2-way sort of resources. If you are tagging sed resources, consider adding this one. This vocab has only 2 terms: clastic and carbonate.

Used in the Cutting Edge petrology module. Feel free to tag this vocab for petrology resources. Also, this term can be used in any new collection that wants to add another "dimension" of faceted searching. If you do that, please change this definition so we know where else this vocab is being used.

These are used in the Cutting Edge geomorphology, petrology and oceanography modules to allow for a lot of different options for sorting of resources. Feel free to tag this vocab for geomorph, petrology or oceanography resources. Also, this term can be used in any new collection that wants to add another "dimension" of faceted searching. If you do that, please change this definition so we know where else this vocab is being used.

This vocabulary is used to tease apart the contributions to the NAGT teaching activity collection based on what meeting session they can from or that they didn't come from a session at all. For internal use. No need to display in the browses.

This vocab is used in the NAGT/AGI collaboration around the implementation of the NGSS to describe the kinds of resources that organizations said they have to support the implementation of the standards.

All activities that show up in PIA collections, and the index.html page of pedagogic modules should be tagged with term from this vocab. If you add a new term for a new project you MUST let Sean know as there's some additional jiggering that needs to be done for each new project.

Used to provide a browse across pia. All ped modules should be tagged with the teaching method term.
Activity is automatically populated by resource type.
Print resource term is handled automatically by synonym.
RoL Bib web site term is automatically handled via synonym for items with both page type catalog and RoL vocab.

These should be applied across all SERC pages. It is used in the SERC-wide search.
Activity, Course Description and Teaching Method are all already populated via synonyms from Resource Type, PIA page type.
Datasheet is automatically populated based on a default vocab in that module.
Project Site and Workshop need to be applied manually. They should *only* be applied to the index.html page of the corresponding module.

This vocab is used to track the topics of materials submitted for the 2014 CE SedGeomorphPaleo workshop. Terms will be synonymmed to broader disciplinary vocab for dissemination of materials through other web collections.

This vocab is used to over-ride the default decisions about whether local pages
are exposed as catalog records for external harvesting. Normal defaults only
share activities and other mini-collections (dependant on project). Use this to specifically exclude some of those pages. Or to include pages like index.html that have appropriate descriptions for use in external catalogs

This vocab was developed for the 2010 Using GIS and Remote Sensing to Teach Geoscience in the 21st Century CE workshop.
It is synonymed to contribute resources to the Crosscutting Themes vocab but does not accept things in the other direction per BTewksbury's wish.

Excellence in Environmental Education Guidelines

5-8Learners are able to develop, focus, and explain questions that help them learn about the environment and do environmental investigations. 162:1 162:2 162:4 end

9-12Learners are able to develop, modify, clarify, and explain questions that guide environmental investigations of various types. They understand factors that influence the questions they pose. 162:1 162:2 162:18 end

B) Designing investigations162:1 162:3 end

5-8Learners are able to design environmental investigations to answer particular questions—often their own questions. 162:1 162:3 162:5 end

9-12Learners know how to design investigations to answer particular questions about the environment. They are able to develop approaches for investigating unfamiliar types of problems and phenomena. 162:1 162:3 162:19 end

C) Collecting information162:1 162:6 end

5-8Learners are able to locate and collect reliable information about the environment or environmental topics using a variety of methods and sources. 162:1 162:6 162:20 end

9-12Learners are able to locate and collect reliable information for environmental investigations of many types. They know how to use sophisticated technology to collect information, including computer programs that access, gather, store, and display data. 162:1 162:6 162:21 end

D) Evaluating accuracy and reliability162:1 162:7 end

5-8Learners are able to judge the weaknesses and strength of the information they are using. 162:1 162:7 162:22 end

9-12Learners can apply basic logic and reasoning skills to evaluate completeness and reliability in a variety of information sources. 162:1 162:7 162:23 end

E) Organizing information162:1 162:8 end

5-8Learners are able to classify and order data, and to organize and display information in ways that help analysis and interpretation. 162:1 162:8 162:24 end

9-12Learners are able to organize and display information in ways appropriate to different types of environmental investigations and purposes. 162:1 162:8 162:27 end

F) Working with models and simulations162:1 162:9 end

5-8Learners understand many of the uses and limitations of models. 162:1 162:9 162:25 end

9-12Learners are able to create, use, and evaluate models to understand environmental phenomena. 162:1 162:9 162:26 end

G) Drawing conclusions and developing explanations162:1 162:10 end

5-8Learners are able to synthesize their observations and findings into coherent explanations. 162:1 162:10 162:28 end

9-12Learners are able to use evidence and logic in developing proposed explanations that address their initial questions and hypotheses. 162:1 162:10 162:29 end

2. Knowledge of Environmental Processes and Systems162:11 end

2.1 The Earth as a Physical System162:11 162:12 end

A) Processes that shape the Earth162:11 162:12 162:13 end

5-8Learners have a basic understanding of most of the physical processes that shape the Earth. They are able to explore the origin of differences in physical patterns. 162:11 162:12 162:13 162:30 end

9-12Learners understand the major physical processes that shape the Earth. They can relate these processes, especially those that are large-scale and long-term, to characteristics of the Earth. 162:11 162:12 162:13 162:31 end

B) Changes in matter162:11 162:12 162:14 end

5-8Learners understand the properties of the substances that make up objects or materials found in the environment. 162:11 162:12 162:14 162:32 end

9-12Learners apply their understanding of chemical reactions to round out their explanations of environmental characteristics and everyday phenomena. 162:11 162:12 162:14 162:33 end

C) Energy162:11 162:12 162:15 end

5-8Learners begin to grasp formal concepts related to energy by focusing on energy transfer and transformations. They are able to make connections among phenomena such as light, heat, magnetism, electricity, and the motion of objects. 162:11 162:12 162:15 162:34 end

9-12Learners apply their knowledge of energy and matter to understand phenomena in the world around them. 162:11 162:12 162:15 162:35 end

2.2 The Living Environment162:11 162:16 end

A) Organisms, populations, and communities162:11 162:16 162:17 end

5-8Learners understand that biotic communities are made up of plants and animals that adapted to live in particular environments. 162:11 162:16 162:17 162:36 end

9-12Learners understand the basic population dynamics and the importance of diversity in living systems. 162:11 162:16 162:17 162:37 end

B) Heredity and evolution162:11 162:16 162:38 end

5-8Learners have a basic understanding of the importance of genetic heritage. 162:11 162:16 162:38 162:41 end

5-8Learners understand major kinds of interactions among organisms or populations of organisms. 162:11 162:16 162:39 162:43 end

9-12Learners understand the living environment to be comprised of interrelated, dynamic systems. 162:11 162:16 162:39 162:44 end

D) Flow of matter and energy162:11 162:16 162:40 end

5-8Learners understand how energy and matter flows among the abiotic and biotic components of the environment. 162:11 162:16 162:40 162:45 end

9-12Learners are able to account for environmental characteristics based on their knowledge of how matter and energy interact in living systems. 162:11 162:16 162:40 162:46 end

2.3 Humans and Their Societies162:11 162:47 end

A) Individuals and groups162:11 162:47 162:48 end

5-8Learners understand that how individuals percieve the environment is influenced in part by individual traits and group membership or affiliation. 162:11 162:47 162:48 162:53 end

9-12Learners understand the influence of individual and group actions on the environment, and how groups can work to promote and balance interests. 162:11 162:47 162:48 162:54 end

B) Culture162:11 162:47 162:49 end

5-8As they become familiar with a wider range of cultures and subcultures, learners gain an understanding of cultural perspectives on the environment and how the environment may, in turn, influence culture. 162:11 162:47 162:49 162:55 end

5-8Learners understand that human social systems change over time and that conflicts sometimes arise over differing and changing viewpoints about the environment. 162:11 162:47 162:52 162:61 end

9-12Learners understand the functioning of public processes for promoting and managing change and conflict, and can analyze their effects on the environment. 162:11 162:47 162:52 162:62 end

2.4 Environment and Society162:11 162:63 end

A) Human/environment interactions162:11 162:63 162:64 end

5-8Learners understand that human-caused changes have consequences for the immediate environment as well as for other places and future times. 162:11 162:63 162:64 162:65 end

9-12Learners understand that humans are able to alter the physical environment to meet their needs and that there are limits to the ability of the environment to absorb impacts or meet human needs. 162:11 162:63 162:64 162:66 end

B) Places162:11 162:63 162:67 end

5-8Learners begin to explore the meaning of the places both close to home and around the world. 162:11 162:63 162:67 162:68 end

9-12Learners understand "place" as humans endowing a particular part of the Earth with meaning through their interactions with that environment. 162:11 162:63 162:67 162:119 end

C) Resources162:11 162:63 162:70 end

5-8Learners understand that uneven distribution of resources influences their use and perceived value. 162:11 162:63 162:70 162:71 end

9-12Learners understand that the importance and use of resources change over time and vary under different economic and technological systems. 162:11 162:63 162:70 162:72 end

D) Technology162:11 162:63 162:73 end

5-8Learners understand the human ability to shape and control the environment as a function of the new capacities for creating knowledge and developing new technologies. 162:11 162:63 162:73 162:74 end

9-12Learners are able to examine the social and environmental impacts of various technologies and technological systems. 162:11 162:63 162:73 162:75 end

E) Environmental Issues162:11 162:63 162:76 end

5-8Learners are familiar with a range of environmental issues at scales that range from local to national to global. They understand that people in other places around the world experience environmental issues similar to the ones they are concerned about locally. 162:11 162:63 162:76 162:77 end

9-12Learners are familiar with a range of environmental issues at scales that range from local to national to global. They understand that these scales and issues are often linked. 162:11 162:63 162:76 162:78 end

3. Skills for Understanding and Addressing Environmental Issues162:79 end

3.1 Skills for Analyzing and Investigating Environmental Issues162:79 162:80 end

A) Identifying and investigating issues162:79 162:80 162:81 end

5-8Learners are able to use primary and secondary sources of information and apply growing research and analytical skills, to investigate environmental issues, beginning in their own community. 162:79 162:80 162:81 162:82 end

9-12Learners apply their research and analytical skills to investigate environmental issues ranging from local issues to those that are regional or global in scope. 162:79 162:80 162:81 162:83 end

B) Sorting out the consequences of issues162:79 162:80 162:84 end

5-8Learners are able to apply their knowledge of ecological and human processes and systems to identify the consequences of specific environmental issues. 162:79 162:80 162:84 162:85 end

9-12Learners are able to evaluate the consequences of specific environmental changes, conditions, and issues for human and ecological systems. 162:79 162:80 162:84 162:86 end

C) Identifying and evaluation alternative solutions and courses of action162:79 162:80 162:87 end

5-8Learners are able to identify and develop action strategies for addressing particular issues. 162:79 162:80 162:87 162:88 end

9-12Learners are able to identify and propose action strategies that are likely to be effective in particular situations and for particular purposes. 162:79 162:80 162:87 162:89 end

D) Working with flexibility, creativity, and openness162:79 162:80 162:90 end

5-8Learners are able to consider the assumptions and interpretations that influence the conclusions they and others draw about environmental issues. 162:79 162:80 162:90 162:91 end

9-12While environmental issues investigations can bring to the surface deeply held views, learners are able to engage each other in peer review conducted in the spirit of open inquiry. 162:79 162:80 162:90 162:92 end

3.2 Decision-Making and Citizenship Skills162:79 162:93 end

A) Forming and evaluating personal views162:79 162:93 162:94 end

5-8Learners are able to identify, justify, and clarify their views on environmental issues and alternative ways to address them. 162:79 162:93 162:94 162:95 end

9-12Learners are able to communicate, evaluate, and justify their own views on environmental issues and alternative ways to address them. 162:79 162:93 162:94 162:96 end

B) Evaluating the need for citizen action162:79 162:93 162:97 end

5-8Learners are able to evaluate whether they believe action is needed in particular situations, and decide whether they should be involved. 162:79 162:93 162:97 162:98 end

9-12Learners are able to decide whether action is needed in particular situations and whether they should be involved. 162:79 162:93 162:97 162:99 end

C) Planning and taking action162:79 162:93 162:100 end

5-8As learners begin to see themselves as citizens taking active roles in their communities, they are able to plan for and engage in citizen action at levels appropriate to their maturity and preparation. 162:79 162:93 162:100 162:101 end

9-12Learners know how to plan for action based on their research and analysis of an environmental issue. If appropriate, they take actions that are between the scope of their rights and consistent with their abilities and responsibilities as citizens. 162:79 162:93 162:100 162:102 end

D) Evaluating the results of actions162:79 162:93 162:103 end

5-8Learners are able to analyze the effects of their own actions and actions taken by other individuals and groups. 162:79 162:93 162:103 162:104 end

9-12Learners are able to evaluate the effects of their own actions and actions taken by other individuals and groups, including possible intending and unintended consequences of actions. 162:79 162:93 162:103 162:105 end

4. Personal and Civic Responsibility162:106 end

A) Understanding societal values and principles162:106 162:107 end

5-8Learners understand that societal values can be both a unifying and a divisive force. 162:106 162:107 162:108 end

9-12Learners know how to analyze the influence of shared and conflicting societal values. 162:106 162:107 162:109 end